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NAME: Scott Newman

DATE: October 14-17, 2014

TIME: 45 minutes

SCHOOL: Meadow Brook Elementary (East Longmeadow)

LESSON#: 8 of 8


GRADE: 1st Grade



GENERIC LEVEL: Pre-Control/Control

EQUIPMENT: 1. In the Small, Small Pond by Denise Fleming 2. A small drum to keep the beat 3.
Floor Tape for Pathways

4. Tambourine

FOCUS OF LESSON: Creating dances and movement patterns from narratives (reading).
By the end of the lesson, students should be able to:
Psychomotor: Perform the following movements using a variety of body parts while traveling on

different pathways: wiggle, march, hover, shiver, swirl, twirl, swoop, rhythmic sounds with body
parts, run and freeze.
Cognitive: Explore and represent images and ideas about pond animals through dance movement,

as well as participate in reading different parts of the book In the Small, Small Pond.
Affective: Improve their understanding and appreciation of the ideas and illustrations of In the

Small, Small Pond.

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Create a fun and creative atmosphere by reading enthusiastically and participating with the
students as they explore their movement patterns and body movements.
2. Maintain a consistent beat with the drum when they are performing some of the movement
patterns that require a steady beat (fast and slow).
3. Use guided discovery method of teaching in order to provide the students the opportunity to
explore the various ways that they can move their body.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
1. As students are exploring the gym and performing their movement patterns they need to be aware
of the different pieces of equipment around the perimeter of the gym (climbers, bog cones, etc.).
2. Students are not allowed to hide behind the divider door and are not allowed to be on the
gymnastic mats.
3. When moving on different pathways students need to be aware of groups in front of them. If there
is a group moving toward them they can either move to the side or let the other group pass by.

Fleming, D., & Fleming, D. (1993). In the small, small pond. New York: Henry Holt and
Lesson Plan Framework by Dr. Inez Rovegno, used parts from the LP she created



Entering the Gym: When the students
enter the gym they will walk on the
Black Line and sit down. If there is
equipment out then let them know
before they come into the gym so that
they can be prepared and not be tempted
to go out and use any of the equipment.
Once students are sitting quietly on the
Black Line the teacher will do a
Sneaker Check to make sure that
everyone is wearing appropriate
sneakers. If they all have their sneakers
then they earn a sticker on the Sneaker
Chart, but if anyone is missing their
sneakers then no sticker is earned (may
need to send a note home reminding
parents about wearing sneakers to PE).
As soon as the students are done with
their sneaker check the teacher will tell
them the main focus for the lesson
today. They will be introduced to the
book In the Small, Small Pond by
Denise Fleming and will be asked a few
introductory questions.
In the Small, Small Pond: Ideas for
introducing the text and making
The title of this book is In the
small, small pond. Put your
thumbs up if you have seen a
pond. Tell us when [call on
several children].
Denise Fleming wrote this book.
Do you think she has written
any other books? Yes. She has.
Raise your hand and tell me
what is happening here? What is
the frog doing? What is the boy
doing? What is he feeling?
What do you think will happen next?
Could be, let's read and see.
Each segment after this covers a
different movement pattern or way of



Segment 1: Tadpoles
Text: Wiggle, jiggle, tadpoles wriggle
[Book illustrates tadpoles swimming
around the frog].
Ideas for introducing the text and
making connections:
Have you ever seen tadpoles?
What do they look like? What
other animals wiggle?
Have you ever wiggled when
you should not and your mom
said, Stop wiggling? Tell us
when. Can you try to hold a
wiggle inside and not let it get
out? Now, we are going to do a
wiggling dance.
Movement Tasks:
1. What does a wiggle look like?
Everyone wiggle.
2. Wiggle different body parts:
wiggle your fingers, now your
hands, shoulders, toes, feet,
legs, whole body.
3. Spreading wiggle: As you are
standing, a wiggle starts in one
finger, then it spreads to that
hand, then it spreads up your
arm so your fingers, hand, and
arms are wiggling, now it
spreads to the shoulders, now
torso, now your whole body.
Repeat. Lets do it again, but
this time start the wiggle in your
toes and have it spread up
through your whole body.
4. Get in groups of three and hold
hands. One person at one end
start a wiggle in one hand and
have it spread to your arm,
shoulder, other arm, and now to
the person next to you. The
wiggle then spreads across the
second person to the third
person. Now all of you are
wiggling. [Repeat several
5. On your own, travel on a wiggly
pathway, pause, wiggle, and
freeze in a wiggled shape.
[Repeat several times.]
6. Wiggle sequence: In a group of

three, travel on a wiggly

pathway around each other,
pause, person one wiggles and
pauses, person two wiggles and
pauses, person three wiggles
and pauses, all wiggle and
freeze in a group wiggle shape.
Segment 2: Geese
Segment 2: Geese
Text: Waddle, wade, geese parade
[Book shows a mother goose leading her
babies into the pond.]
Ideas for introducing the text and
making connections:
We read that the frog saw
wiggling tadpoles in the pond.
What other animals might you
see in a pond? Let's see what the
frog in this book sees.
Whats happening in this
What are the colors of the
mother? What are the colors of
the babies?
Have you ever seen geese
marching? Where? Have you
ever marched behind someone?
When? Have you ever seen
people marching? Tell us when.
Movement Tasks:
1. Let's march! Stand up and when
I beat the drum march all about
the space. Really lift your knees
high like this and swing your
2. As you march, try different arm
3. Now march on different
pathways. Try marching on
straight pathways. Now try
curved. Now try zig zag.
4. Now march adding different
arm movements.
5. Let's try marching in a line.
Everyone get in line behind me.
Let's march to the beat of the
6. Now I will divide the class into
lines of 3 and each of you will

have a turn to be the leader and

lead your line about the gym.
7. Now the leader can add an arm
movement and the other group
members follow the leaders
movement. Repeat the same arm
movement with each step. Make
it simple to copy.
Segment 3: Dragonflies
Text: Hover, shiver, wings quiver
[Books shows dragonflies hovering over
lily pads. The frog is in the water
looking up at a dragonfly.]
Ideas for introducing the text and
making connections:
Not only are there animals at a
pond, there are insects. Lets see
what is at the pond. Whats
happening in this picture?
What are the dragonflies doing?
What do dragonflies look like
when they fly?
What else hovers? Yes,
helicopters, some boats called
What do you think the frog is
doing? How do frogs catch
What kind of plants do you see
growing in the pond? What are
the shapes of the lily pads in this
illustration? Pond grasses?
Movement Tasks:
1. Shiver and quiver: Imagine you
are getting into bed on a cold
night and the sheets are cold,
grab yourself, and shiver. Now
just have your fingers shiver.
Now just shiver with your arms,
now one leg, and now the other,
now your whole body. Try
extending your arms and
shivering like dragonfly wings.
2. Darting and hovering: What do
dragonflies look like when they
fly? Sometimes they stay in
place. We call this hovering.
Sometimes they dart about
quickly. Run lightly darting





about the gym and stop on your

toes when you hear the sound of
the tambourine. Breathe in, lift
your chest and arms, balance on
your toes, hover, and make your
arms quiver.
Can you think of any other time
you might shiver or quiver?
Yes, when you are afraid. Now
quiver by shaking and trembling
very quickly.
Dart lightly about the gym, stop,
and quiver when you hear the
sound of the tambourine.
How does a frog catch a bug?
Sit; reach out one hand slowly
stretching as far as you can into
space. Then quickly retract your
hand, bringing your hand back
in. Slowly reach out again to a
different spot in your personal
space, and then quickly retract.
Try reaching out to all areas of
your personal space.
Sequence for older children:
Divide the class in . Half sit
scattered on the ground as if on
a lily pad, while the other half
run lightly about the space.
Children on the ground reach
out, stretch, and then quickly
retract their arms. Runners
hover, quiver, and dart again.

Segment 4: Swallows
Segment 7: Swallows
Text: Sweep, swoop, swallows scoop.
[Book shows swallows swooping down,
one skimming along the surface of the
pond with its beak in the water
Ideas for introducing the text and
making connections:
What do you think the birds are
doing in this picture?
Has anyone seen how birds
swoop down to the water to
catch fish?
How many of you have seen
swallows fly in the evening?

What do they look like? What

do their pathways in the air look
Movement Tasks:
1. Reach up with one hand as high
as you can, swoop down with
that hand on a circular pathway
down and back up. Bend your
knees as you swoop down.
Make your whole body swoop
down and up with your hand.
Now try the other hand. Now try
both hands.
2. Now swoop leading with the
tips of your fingers, now the
side of your hands, now with
your palms up and then down.
3. Now add traveling, run a few
steps, reach high, swoop down
sweeping your hand gently
along the floor reach up and
4. Try again; sometimes travel
using many steps; sometimes
taking only one step.
5. Now try swooping to your side,
now the other side.
6. Now add legs. Start standing tall
and reaching with one hand. Lift
one knee and swoop down and
up with your whole body.
Final Segment: End of Story
Text: Chill breeze, winter freezecold
night, sleep tight, small, small
pond. [The first illustration is
of a goose, cattails, leaves, and
snow blowing across the pond.
The last page is snow falling on
the pond at night and the frog
curled up inside a den under the
bank. ]
Ideas for introducing the text and
making connections:
Lets see how the story ends.
What is happening in these
pictures? What shows you that
the wind is blowing? Is the wind
blowing gently or strong? Do
you think it is cold or hot?
What do you think the goose is

feeling? What do you think the

frog is feeling?
Has it been a long day for the
frog? How do you feel at the
end of a long day? What do you
like to do when you feel that
How do you feel when you are
outside and the wind is
What are some fun things to do
when you are playing outside
and it is very windy?
Movement Tasks:
1. Imagine that there is a strong
wind blowing. Travel quickly
running, leaping, turning,
spinning about the gym, stop,
and freeze.
2. Lets do a sequence to end the
story. Travel quickly and freeze
three times, then slowly turn and
sink down into a cozy den by
making a round shape on the

(Text that is referenced during/throughout the lesson)